Learning Engineering Through Projects
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Transcript of Learning Engineering Through Projects
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Learning EngineeringThrough Projects
Presenter(s)
Section
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Our Graduates
What characteristics do we want ourgraduates to possess?
Please discuss this in your groups andproduce a joint list of the most importantones.
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Purposes
To exchange experience of teachingengineering through projects
To address key issues in the area To develop ideas for implementing
projects or enhancing your use of
projects in your teaching.
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Experience of Projects
In your groups, please share brieflyyour experience of learning through
projects This may be as a student or as a
lecturer
Please identify one of your groupmembers to provide a very briefdescription of the types of projects thatyou have experience with.
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The O-M-A Model
Designing for learning needs to consider:
Outcomes what are you trying to
achieve? Methods of teaching what methods are
you going to use, and why?
Assessment methods how are yougoing to assess the achievement of theoutcomes? (If you cant assess them,how can you tell that you have achieved
them?)
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Outcomes
Often broken down into categories
Engineering Subject Benchmark
Statement uses five headings:1.Knowledge and Understanding
2. Intellectual Abilities
3.Practical Skills4.General Transferable Skills
5.Qualities.
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Comment from an Assessor
That was a brilliant lecture. I enjoyed itimmensely and I cant see how it could
have been improvedbut
it was not an excellent piece ofteaching.
Explain!
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The O-M-A Matrix
Outcome Method Assessment
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Project Outcomes
Outcome Method Assessment
????? Project
????? Project
????? Project
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What do we mean by
a project? Diverse!
Key feature is that a project
Applies a range of expertise to a taskin order to produce an output withdefined characteristics
Freedom within this framework
Often substantial in size, but doesnthave to be
Often involves group work, but doesnthave to.
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Types of Project
Design portfolio
Reverse
engineering Management
simulation
Mechanical
dissection Environmental
impact assessment
Design and build.
Product analysis
Design competition
Simulated publicenquiry
Production of atender document
Economic feasibilityanalysis
Teamwork training.
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Examples of Project Briefs
During the break, please spend a littletime looking at the examples of project
briefs that people have provided.
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Projects reach the parts
that other methods cant teach
Problem solving
Identifying key issues
Teamwork and leadership
Negotiating skills
Integration of expertise
Management, including risk management
etc
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Your Project
To give you something concrete to workon
please identify a way in which youeither already use, or might use,projects in your teaching
Please write down a few notes aboutyour approach and add to these as wemove through the next few stages.
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Project Outcomes
Outcome Method Assessment
????? Project
????? Project
????? Project
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Outcomes Activity
In your groups
please make a list of items that could
go into the outcomes column alongsideprojects as teaching methods
for the use of projects that you havein mind.
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Examples of Projects
Any comments on the examples ofprojects that you have been looking at?
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Programmes and Modules
The discussion so far has been in thelight of your own modules
We work within the context of subjectbenchmark statements
The benchmark items we select at theprogramme level have to be delivered atthe module level
Projects can help deliver some of themore difficult items.
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Programme Matrix
Benchmarkitem
Modules
1
2
3
4
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Can Projects Help?
Are there items in your subjectbenchmark statement that projects
could help with?
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The Skills, Attributes and
Qualities of an Engineer See summary of these from Maddocks,
Dickens and Crawford (2002)
1. Knowledge & Understanding2. Intellectual Abilities
3. Practical Skills
4. General Transferable Skills5. Qualities
Try some of the specific skills in thefollowing matrix
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Benchmark Outcomes
Outcome Method
The ability to assess andmanage risks
Project
Manage resources and time Project
Work in a multi-disciplinaryteam
Project
Self-motivated Project
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Assessment
Projects may be substantial proportionsof a students assessment
They may also present particulardifficulties
eg Groupwork
Consider this aspect of the matrix
and then come up with yourrecommendations.
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Project Assessment
Outcome Method Assessment
Project ?????
Project ?????
Work in amulti-disciplinary
team
Project ?????
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Assessing Groupwork
What are we assessing?
Who is assessing?
How are marks allocated? How is consistency of marking
ensured?
What happens in the case of a failedgroup project?
Do all students evidence all outcomes?
See handout and Issues & Advice.
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Guidance on Projects
The FDTL PBLE (Project BasedLearning in Engineering) Project based
at Nottingham offers plenty of genericadvice
See Guide to Learning Engineeringthrough Projects (2003)
http://www.pble.ac.uk/guide.html Main authors = Adam Crawford &
JanTennant, Loughborough University
Chapter summaries are provided.
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Issues in Projects
Outcomes and assessment are not theonly issues in relation to projects
Please identify any other areas ofinterest or concern that you have.
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Some Issues in Projects
Resources including space
Staff skills
Student skills Supporting individuals and groups
Group size and selection
Managing risk.
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Recommendations
In your groups, please produce a grouplist that offers your recommendations on
your groups issue.
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Using Projects in
Your Teaching Please spend a few minutes reflecting
on how you could improve your use of
projects in your teaching Then share your ideas with one or two
colleagues
Please then identify one action that youare going to take that you can sharewith the whole group.
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Contact Information
Time Item Comments Who
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000 Welcome and introductions
005 Our Graduates Group task and plenary
010 Purposes Input
Experience of Projects Group task and plenary020 O-M-A Model, Types and Matrix Input
040 FromProject OutcomesintotoYour Project
Input andindividual/paired task
055 Project Outcomes activity Group task
075 Break View examples090 Discussion of examples Plenary
100 From Programmes and ModulestoBenchmark Outcomes
Group task
110 Assessment and Assessing
Groupwork
Input and group task
135 Guidance and Issues into Input
145 Recommendations Group task and plenary
165 Reflections Individual and plenary
175 Closing comments
180 Close